@article{GronostajWernerBochowetal.2016,
  author    = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam},
  title     = {Gifted Grade-Skippers in Germany},
  series = {The gifted child quarterly},
  volume    = {60},
  journal   = {The gifted child quarterly},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0016-9862},
  doi       = {10.1177/0016986215609999},
  pages     = {31 -- 46},
  year      = {2016},
  abstract  = {Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their "feeling of being in the wrong place" before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.},
  language  = {en}
}
@article{WestphalGronostajVocketal.2016,
  author    = {Westphal, Andrea and Gronostaj, Anna and Vock, Miriam and Emmrich, Rico and Harych, Peter},
  title     = {Differentiation in Mathematics and in German Lessons on Grammar School Level Is it to be found mainly among good diagnosticians and in heterogeneous classes?},
  series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik},
  volume    = {62},
  journal   = {Zeitschrift f{\~A}¼r P{\~A}\idagogik},
  publisher = {Beltz},
  address   = {Weinheim},
  issn      = {0044-3247},
  pages     = {131 -- 148},
  year      = {2016},
  abstract  = {Das Anliegen der vorliegenden Studie ist es, zu pr{\"u}fen, inwiefern eine differenzierende Unterrichtspraxis in den F{\"a}chern Mathematik und Deutsch im Zusammenhang mit der Wahrnehmung von Leistungsheterogenit{\"a}t und der Diagnosegenauigkeit von Lehrkr{\"a}ften steht. Der Untersuchung lagen Leistungsdaten aus den Vergleichsarbeiten (VERA-8) und Lehrerurteile {\"u}ber N = 1803 Sch{\"u}ler/innen der achten Jahrgangsstufe an Gymnasien im Land Brandenburg zugrunde sowie Sch{\"u}lereinsch{\"a}tzungen zur Differenzierung im Unterricht. Hierarchische Regressionsanalysen zeigen, dass Mathematiklehrkr{\"a}fte aus Sicht der Sch{\"u}ler/innen umso st{\"a}rker differenzierend unterrichten, je besser sie die Leistungsst{\"a}nde der Sch{\"u}ler/innen einsch{\"a}tzen k{\"o}nnen. Im Fach Deutsch findet differenzierender Unterricht in geringerem Umfang statt und es zeigen sich keine Zusammenh{\"a}nge mit der Diagnosegenauigkeit. The aim of the present study is to examine in how far a differentiating teaching practice in Math and German lessons is linked with the perception of heterogeneity in student performance and with the teachers´ diagnostic accuracy. The study is based on performance data from comparative tests (VERA-8) and teacher assessments of N = 1803 students attending 8th grade at grammar schools in the federal state of Brandenburg and on student assessments on differentiation in teaching. Hierarchical regression analyses show that, from the students´ perspective, Math teachers differentiate the more in their teaching the better they are able to assess the students´ performance level. In German lessons, differentiating forms of teaching are less often applied and there are no links with diagnostic accuracy.},
  language  = {de}
}
@article{KretschmannVockLuedtkeetal.2016,
  author    = {Kretschmann, Julia and Vock, Miriam and Luedtke, Oliver and Gronostaj, Anna},
  title     = {psychosocial development after early acceleration},
  series = {Contemporary educational psychology},
  volume    = {46},
  journal   = {Contemporary educational psychology},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2016.06.001},
  pages     = {195 -- 207},
  year      = {2016},
  abstract  = {Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students' social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students' school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions.},
  language  = {en}
}
@article{GronostajVockPant2016,
  author    = {Gronostaj, Anna and Vock, Miriam and Pant, Hans Anand},
  title     = {Skip a grade, learn more? Estimating the effects of grade skipping on},
  series = {Learning and individual differences},
  volume    = {49},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2016.05.022},
  pages     = {278 -- 286},
  year      = {2016},
  abstract  = {Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. (C) 2016 Elsevier Inc. All rights reserved.},
  language  = {en}
}
@misc{GronostajWernerBochowetal.2016,
  author    = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam},
  title     = {How to learn things at school you don't already know},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-405211},
  pages     = {16},
  year      = {2016},
  abstract  = {Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.},
  language  = {en}
}